`` The Best Protection Any Woman Can Have Courage Essay

â€Å"The best protection any woman can have is courage† -Elizabeth Cady Stanton. The antebellum period was of rapid technological change and westward expansion. This time rose a belief of Manifest Destiny and the rise of abolitionism. The antebellum period brought out great change to the nation ;however, the greatest change was the change of social attitudes toward the women in this time period. Women started slowly emerging out of their traditional roles in a fight to eventually be seen as an equal citizen in the american republic. A fight which is still in act today. Even though women were not seen as equal as men during the antebellum time period, the activist women contributed greatly to set up preliminary work so that progress could be done. The antebellum years of america were ones of drastic change both physically ,in which america doubled and size, and mentally , in which it had a profound effect on religious and social movements. This period in american history is co nsidered the period before the civil war and after the war of 1812. The country’s economy began dividing into manufacturing in the north when the industrial revolution began and to plantations and agriculture in the south. Manufacturing in the north basically consisted of trying to replicate british textile machines and mills which also created many job opportunities. Agriculture in the south mainly profited from the cotton plantations along with the invention of the cotton gin by Eli whitney. ThisShow MoreRelatedElizabeth Cady Stanton : America s First Feminist1222 Words   |  5 Pagesin the public’s eyes. â€Å"A lot of people confuse the core of feminism with the values of being ‘male haters’ and female superiority†, said an article in the Mancunion, Britain’s largest student newspaper. How did it ever fall so far? Feminism didn’t have this rough of a public meaning back when the word was used for the first time. 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Personal Statement Professional Nurse - 852 Words

Personal Statement Professional Nurse is my number one career choice. In many ways, it reflects my second, third and fourth career choices like Nursing Practitioner, Nutritionist and Health Educator. Educators teach and lead people toward success. Accountants keep and maintain a systematic and chronological record of financial transactions. And professional golfer commits themselves to extensive study and practice to master the skills of their profession. As a Professional Nurse, I see myself incorporating all three. I want to master the skills of medical diagnosis, work to keep and maintain a systematic and chronological record of medical and patient information, and successfully educate my patients, so they are empowered to choose a healthy life. My goal is to work as a nurse specifically pediatric nurse. I developed a love for nursing when I was young, and my mother was treated badly and poorly by nurses that led to her death back home in Ghana. I said to myself I will be a nurse and care for the sick and my love ones especially the needy. I developed an interest in pediatric nursing when I started working with children as a teacher. Also, I developed a love for children when I was young from my grandmother who was a traditional midwife. I used to assist my grandmother when a pregnant woman came to her for delivery. Due to financial hardship, I did not perform well to pursue Science course in Senior High School. Instead, I studied General Arts in Senior High School.Show MoreRelatedCode Of Ethics For Nurses1114 Words   |  5 Pages Professional Code of Conduct Fadrique R. Charlot Nova Southeastern University Professional Code of Conduct Health professionals hold the commitment of providing quality health care to the society in order to fulfil the health concerns of the general population presented daily. Hence, health care practices are established on ethical principles concerning the life and health of human being accordingly. 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Alliance Cold War Essay Free Essays

ORIGINS OF COLD WAR ESSAY REVIEW Relevant IB Objectives 1. Origins of the Cold War a. Ideological differences b. We will write a custom essay sample on Alliance: Cold War Essay or any similar topic only for you Order Now Mutual suspicion and fear c. From wartime allies to post-war enemies 2. Nature of the Cold War a. Ideological opposition b. Superpowers and spheres of influence c. Alliances and diplomacy in the Cold War 3. Development and impact of the Cold War a. Role and significance of leaders b. Social, cultural, and economic impact 4. Material for detailed study †¢ Wartime conferences: Yalta and Potsdam US policies and developments in Europe: Truman Doctrine, Marshall Plan, NATO †¢ Soviet policies, Sovietization of Eastern and Central Europe, COMECON †¢ Germany (especially Berlin (1945? 61)), Korea †¢ Stalin, Truman Past Essay Questions I. Origins of Cold War 1. ‘Ideological differences played little part in the origin of the Cold War. ’ How far do you agree with this judgment? (2000) 2. Assess the part played by differing ideologies in the origin of the Cold War. (2005) 3. â€Å"The Cold War was caused by fear, not aggression. To what extent does this view ex plain how the Cold War developed between 1945 and 1949? (2001) 4. To what extent did events in the final year of the Second World War turn wartime allies into Cold War enemies? (2004) 5. â€Å"An unnatural alliance that was bound to fall apart after the defeat of the common enemy. † To what extent does this statement explain the origin of the Cold War? (2006) 6. Analyse the origin of East-West rivalry and explain why it developed into the Cold War. (2008) I. Nature of Cold War 1. Assess the part played by differing ideologies in the origin of the Cold War. 2005) 2. Define ‘superpower rivalry’ and assess its importance in international politics since 1945. (2000) 3. In what ways, and for what reasons, did super-power rivalry dominate international politics between 1945 and 1961? (2002) 4. Analyse the origin of East-West rivalry and explain why it developed into the Cold War. (2008) 5. Also: the role and impact of alliances and diplomacy in the Cold War II. Develop ment and impact 1. For what reasons, and with what effects, did social and cultural differences affect the origin and development of the Cold War? 2002) 2. Also: role and significance of Truman and/ or Stalin III. Material for detailed study 1. How, and to what extent, did the conferences at Yalta and Potsdam (1945) contribute to the origin of the Cold War? (2003) 2. For what reasons, and with what results, were there disagreements between participants at the conferences of Yalta and Potsdam in 1945? (2009) 3. For what reasons, and with what results, did the Truman Doctrine and the Marshall Plan affect Cold War development? (2008) 4. To what extent was Germany the cause of East/West disagreements between 1943 and 1963? (2000) 5. Analyze the role of Germany in the origin and development of the Cold War. (2002) 6. In what ways, and with what results, was Germany the key focus of the early stages of the Cold War? (2005) 7. Compare and contrast the policies of the USA and the USSR towards Korea between 1945 and 1955. (2004) 8. Also: NATO, Soviet policies, Sovietization of Central and Eastern Europe, COMECON, Stalin, Truman How to cite Alliance: Cold War Essay, Essay examples

Heaney Poems Essay Example For Students

Heaney Poems Essay â€Å"On the surface, Heaney’s poems are very simple. This simplicity however is deceptive, for the poems are usually most subtle and complex. † What do you think of this response to Heaney’s poems? Heaney’s poetry may at first, initially seem simple, yet his poems do contain more complex underlying themes and ideas. Heaney has refined his poetry to such a simple state, such as in ‘Punishment’, Blackberry Picking’ and Death of a Naturalist’, that his poems are superficially simple, yet have complex, thought provoking ideas seeded deeper below. This initial simplicity is seen in the poem ‘Punishment’, yet is deceptive, as the poem deals with many other complicated and sophisticated ideas in relation to human nature and anthropology. The poem may seem simple at first such as; â€Å"your brains exposed and darkened combs your muscles webbing and all your numbered bones† (Stanza 9) These lines indicated the straight forward almost scientific nature of the poem, through Heaneys choice of unemotive words. This simplicity is seen throughout the poem, where the reader initially could perceive the poem to solely be about the life, and appearance of a ‘bog woman’. However at a deeper level, Heaney looks at the very human society functions, both in ancient and present times. This us summed up at the end of the poem; â€Å"who would connive in civilized outrage yet understand the exact and tribal, intimate revenge† (Stanza 11) Heaney here, writes that he does not only feel empathy and sympathy towards the â€Å"little Adulteress†, but is also able to detach himself from his emotions and look at her death as a function of an ancient tribal system. The role which the bog woman played in her society is further elaborated to the role in which she would have played in contemporary society; â€Å"When your betraying sisters, cauled in tar, wept by the railings† (Stanza 10) This comparison of the woman’s sacrificial death in the past, and in modern Ireland in the present, is a concept which is far more complex than the poem initially portrays. Heaney recognizes that the death of the woman in the past was necessary to keep their society functioning which is seen in his choice of words â€Å"exact† â€Å"tribal† and â€Å"intimate† are the words used to describe the murder, which in no way convey a negative connotation. This is detached, anthropological view, is presented in a very simple manner through the use of shunt, concise words and stanzas as seen earlier. Thus the poem appear simple, however very serious, sophisticated ideas are embedded within This underlying complexity of themes is also seen in the poem â€Å"Death of a Naturalist†. This poem, again may seem like a simple descriptive passage at first, however this view is deceptive. Heaney recollects his youth, when he collected ‘frog spawn’ in jars and watched the tadpoles hatch into frogs. This is seen in â€Å"I would fill jampotfuls of the jellied specks and wait and watch until the fattening dots burst into nimble swimming tadpoles† Further on, Heaney recreates the sense of anticipation of the frogs as a child, through describing the teachings of Miss Walls, in a child like tone: The Mammy frog laid hundreds of little eggs and this was frog spawn† However, Heaney then continues to describe his shock, when he found out the frogs grew to be the gross disgusting â€Å"slime kings†, such as â€Å"Gross- bellied frogs were cocked on sods; their loose necks pulsed like sails †¦ Poised like mud grenades, their blunt heads farting† The way in which Heaney describes his shock of the frogs gross nature, is therefore very simplistic, as he recreates the experience of the child, through writing like the child, and using child like metaphors. .u7ed9e69500560777642530e039d2daeb , .u7ed9e69500560777642530e039d2daeb .postImageUrl , .u7ed9e69500560777642530e039d2daeb .centered-text-area { min-height: 80px; position: relative; } .u7ed9e69500560777642530e039d2daeb , .u7ed9e69500560777642530e039d2daeb:hover , .u7ed9e69500560777642530e039d2daeb:visited , .u7ed9e69500560777642530e039d2daeb:active { border:0!important; } .u7ed9e69500560777642530e039d2daeb .clearfix:after { content: ""; display: table; clear: both; } .u7ed9e69500560777642530e039d2daeb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7ed9e69500560777642530e039d2daeb:active , .u7ed9e69500560777642530e039d2daeb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7ed9e69500560777642530e039d2daeb .centered-text-area { width: 100%; position: relative ; } .u7ed9e69500560777642530e039d2daeb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7ed9e69500560777642530e039d2daeb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7ed9e69500560777642530e039d2daeb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7ed9e69500560777642530e039d2daeb:hover .ctaButton { background-color: #34495E!important; } .u7ed9e69500560777642530e039d2daeb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7ed9e69500560777642530e039d2daeb .u7ed9e69500560777642530e039d2daeb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7ed9e69500560777642530e039d2daeb:after { content: ""; display: block; clear: both; } READ: How Grace Nichols' EssayHowever this simplicity is superficial, as the writing style does not truly represent the theme of the poem. The main theme of the poem is that of childhood innocence, through ignorance. Heaney in the first part of the poem, describes his optimistic, yet false perception of frogs, which is strongly contrasted by the gross disgusting reality of nature. The contrast between childhood fantasy and reality is a theme which is far more complex, than the simplistic ‘nature poem’ impression the poem initially gives. This idea of childhood innocence is further seen in the poem â€Å"Blackberry Picking† This poem is similar to that of â€Å"Death of a Naturalist† in that they both recreate childhood experiences in connection to nature. â€Å"Blackberry Picking† describes Heaneys days as a child, when he collected blackberries for the first time in August. This anticipation of the berries is seen â€Å"It’s flesh was sweet Like thickened wine†¦Ã¢â‚¬ ¦ Then red ones inked up that hunger Sent us out with milk can, pea tins, jam pots† However after collecting the berries, they rotted; â€Å"A rat gray fungus. lutting on our cache† The optimistic anticipation of the blackberries contrasts strongly with reality, just as in eath of a Naturalist†. Therefore similarly, the simplistic, child like description in the poem is deceptive in that its ideas transcend its writing. Furthermore Heaney describes the berries as; â€Å"Its flesh was sweet†¦ like summers †¦ stains open the tongue and lust† Heaney here gives the blackberries sexual implications, through likening the lusting for berries with the lust in reference to sex. However, when the berries rot, Henaey writes; â€Å"The sweet flesh would turn sour† This implies that Heaney felt he had lost some sexual innocence, through the sweet flesh of the berries, or of a woman, turning sense, as a result of the passing of time, or growing up. This in combination with the last line; â€Å"Each year I hoped they’ deep, knew they would not† gives a sense of loss of childhood innocence just like Hopkins â€Å"Spriny and Fall† â€Å"It is blight man was born fire It is Margaret you mourn for† This loss of innocence, through the growing years results from the exposure to reality as seen in both â€Å"Blackberry Picking† and â€Å"Death of a Naturalist†. Both of these concepts are far more complex, than the impression which the poems give initially. Thus through Heaneys poetry, he conveys complex, sophisticated issues through means of a simplification process. Through use of simplified word structure and the child like tone and imagery, Heaney presents a quite simple impression initially. However this simplicity is deceptive as beneath lies a wide range of complex ideas and issues such as childhood and sexual innocence, as well as an anthropological view of human society. This complexity is subtly integrated into the simple impression the poems initially give.

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Top 10 Best Businesses to Start From Home

Top 10 Best Businesses to Start From Home Maybe you can’t be the guy who creates the next Facebook. But you could easily have the power and the potential to launch a small business and exercise your latent entrepreneurship- and you might not even have to leave the house to do it. The trick is to choose something that requires little or no start-up capital, and doesn’t require an office setting. Here are 10 great possibilities to get you started:1. IT ConsultingThis is a field in which long years of experience are not considered a boon. The youngest and the freshest, i.e. kids straight out of school, often have the sharpest take on the going trends and are up to speed on the newest technologies. You can start small by recommending your tech services to non-tech savvy pals and spreading your business by word of mouth. It won’t take long before you’ll feel confident advertising yourself as a consultant and starting to rake in the income.2. Social Media ConsultingBelieve it or not, there are still com panies out there that don’t have a good social media presence or strategy. And if they do, they limit their exposure to more standard platforms like Facebook and LinkedIn. Use your millennial fluency with all things social media and advertise yourself as a resource to companies in need of a better online presence.3. Graphic DesignExperience is always good, but you don’t need it to get your big break in design. All you need is talent, creativity, drive, and a really good portfolio. Also make sure your business cards and resume reflect your artistic talents and are both unique and well-designed.4. Web DesignIf you already have some website designing experience, you can easily keep working on your skills and start branching out to making websites for profit. This is one of those great careers where you can almost always wear your pajamas while you work.5. PhotographyJust like design, it’s not hard to get paid to take photographs provided you have the talent, creati vity, and drive. We live in a world that relies on images for most levels of communication, and visual content is at a premium. If you’re good behind a lens, digital or analog, get your work out there and get paid.6. Event PlanningIf you have a great eye for detail, and are extremely organized, and you like to throw parties, then you might consider going into event planning. If you’re going out alone, you should make sure you have the proper certification in your area.7. Personal trainingYou will need certification through a program like ACE, plus usually some CPR or AED training, but after acquiring all of that, personal training can be one of the most flexible fields around. If you’re a fitness buff, why not make money getting other people into shape as good as yours?8. Cleaning ServicesA cleaning business is great for quick cash with tons of flexibility. No office required, and most supplies can be purchased at the grocery store. Capitalize on people not want ing to do their own dirty work!9. Freelance Make-up ArtistStart a business for yourself that’s all about the ladies. Start with YouTube video tutorials to show off your skills and build a following. Then start advertising yourself for special occasion make-up gigs and get people primped and ready for their biggest events.10. Landscaping and/or Snow RemovalEither one is a seasonal business, but the two combined? That has the potential, with very low overhead, of making you some serious cash.No matter which route you choose, it’s always important to get the necessary certification or insurance. But a little fresh thinking and some spark can set you up as a successful entrepreneur, right from the comfort of your own home.

Criminology....Ethnographic Paper Essay Example | Topics and Well Written Essays - 2000 words

Criminology....Ethnographic Paper - Essay Example On the other hand however, media theories such as imperialism suggest that such imposition of the dominant society – the English – may not be welcome among the minority populations and there may be an emerging and ever urgent need among the less dominant population to cling to their cultural values in an effort to avoid a complete displacement of their cultural roots, norms and practices. For young British Asians, the struggle to shape and develop identity within a dominant white society is a challenging one. For young second generation Asians, the struggle to reconcile the cultural values and beliefs of their parents with the values of the society they live in and interact with is a Herculean task. This study examines whether the media in particular plays its role in shaping British Asian identity and whether the content of TV programs aid these young ethnic group to assimilate better into British society. The research question: Does the media influence the development of identity among young British Asians? Waters views globalization as a â€Å"social process† in which the limitations imposed by geography are receding (Waters, 1995: 3). According to the world theory of globalization, the world is a system that is comprised of â€Å"multiple cultural systems† (Wallerstein 1974: 390). According to Waters, these social exchanges of symbols, tastes and values are such that â€Å"material exchanges localize; political exchanges internationalize; and symbolic exchanges globalize.† (Waters 1995: 9). Therefore Waters sees a social transformation taking place. Critics of globalization argue that it leads to a homogenization or hybridization of cultures, so that the rich diversity of local culture and traditions may be irretrievably lost. (Nederveen Pieterse 1995; Robertson 1995). The imposition of one dominant culture upon another as a part of the globalization process is the cultural imperialism theory that emerged in the 1960’s - in

Local School District Policies -- Students and Staff Research Paper

Local School District Policies -- Students and Staff - Research Paper Example The ways through which the policies are executed and monitored have been included in the paper. The paper also covers about the influence of community values on policies and the impact of the policies on the operations of the school. It has also been mentioned about the impact of policy on the culture of the school. The strength of these policies is included along with assurance of implementation of these policies. Certain modifications that are required in the policies have been included in the study. 2.0 How Policies are Communicated The policy of sexual harassment in the school is communicated to parents, students and faculty members by making clear written statement as memoranda which is easily understood by them. It can be shared by means of publishing in local newspaper and school newspaper or magazines (Doty & Strauss, 1996). The policy of personal assessment of teachers is communicated at the time of parents-teachers meet conducted by the school. In such occasions, the perfor mances of the teachers along with the students are highlighted (Churchill Community Foundation School, 2003). The policy of Student Assignment under ‘No Child Left Behind Act’ (NCLB) identifies that if there is proper communication between school and the home then there will be high standard of academic achievement of the students. The school authority may conduct conference among them so that there is a valuable communication between parents as well as teachers and students (Public Education Network, 2004). Then policy of ‘bullying and harassment’ is essential to be communicated to teachers and parents along with students. Proper way of communication is needed to aware each groups regarding the matter. A written document will help to distribute the information regarding the policy to each of them. The policy regarding internet and technology access is communicated so that each one may understand the rules of using such technology in school. The students an d teachers are generally informed in schools with written notice and parents are primarily communicated by providing documents in either school newspaper or special letter for parents (Wallsend Campus, 2011). 3.0 Implementation and Monitoring of Policy The policies of these issues are implemented as well as monitored in a systematic manner. The policy is implemented by higher authority of the schools due to the development of certain issues in schools. The policies are implemented after examining the accurate problems that has taken place and the specific policies that may reduce such issues. The personnel from the upper level of hierarchy of the school have the right to implement the policies because they need to think about the welfare of the school, students and faculties (California State University, n.d.). Policy monitoring generally relates to the maintenance of policies after it has been applied. It also refers to the way through which the policy is functioning effectively. T he higher authorities monitor carefully whether the executed policies are in a proper way and whether the teachers, students and parents are abiding by the set

Studying masters in business and administration Personal Statement

Studying masters in business and administration - Personal Statement Example My parents thought that majoring in business in my undergraduate was a gamble, as I was trending on thin ice whose underside was an icy lake of frustration, stiff competition and unemployment. Like any other student of business, I often brushed it off by stating that I wanted to acquire the skills and knowledge in order to be self-employed and possibly run a successful company of my own. However, whenever I gave this answer I was saying what I felt, but, like many high school leavers, I did not really know as much as I would have wanted to have others believe in me. Later watching news in collage as a business major, I started to reflect on my life and asked myself why I had not taken a â€Å"safer† career path. This is because it was in the middle of the global recession from which many countries are still currently recovering from and businesses were collapsing all over the world. In addition, individuals in the positions I secretly hoped to be were being laid off at an alar ming rate. I hoped secretly because as much as I would never admit to it, I was as optimistic about getting a high flying job, as I was about going in business for myself, in fact the latter scared me off due to the risks associated. Consequently, here I was in business school asking myself why I had not become a doctor, dentist or engineer, as anyone can run a business anyway without even going to school, the likes of Bill Gates did not study business yet they run some of the most successful firms in the world. In short, I was in a field competing with anyone who had ever had a business idea, nothing in my mind could have been more competitive and in such a cutthroat competition. In a nutshell I was half way through college and asking myself the same questions I had brushed off earlier, but this time I was more determined and reflected and evaluated my choices deeper and this time I second guessed my answers and worked myself to a mental state bordering on paranoia. However, I real ized much later that I was not alone in my fears, talking to friends studying different course I realized that everybody had similar fears, and often ask themselves; Will we get good jobs? Will we get any jobs at all? Shall we forever be employed? or shall we at some point move out on our own and make a mark in the world? I then revisited my initial reason for studying business while majoring and it was simply because I was good at the subject naturally, I may not have been a natural sales executive or born economist, but business in any form exited me. To many of my peers Economics and accounting graphs represented content to be crammed into memory and memorized under the influence of gallons of coffee particularly the night before exams. However, to me they were as exciting as the plot of a good novel is to a book enthusiast; thus, business financials represented to me, not just figures but real and operational business. I saw in commerce more than just theories, to me these ideas were representations of people’s dreams hopes and ambitions; and I believed that the business world is where I belong. This is born out of an ambition to put to practice the knowledge garnered in business school; in addition, I have always been interested in the study of business administration from a global perspective. With time, I have come to realize that the world has become so much interconnected that a company collapsing in America can have dire consequences in another

Looking At The Fate Of Romeo And Juliet English Literature Essay

Looking At The Fate Of Romeo And Juliet English Literature Essay Romeo pronounces these words right after having mortally wounded Tybalt, guilty of having just killed Romeos friend Mercutio. In a fit of rage, Romeo takes his sword and attacks Tybalt ferociously, killing him. This is the climax of the play, that will change inevitably the destiny of the two star-crossed lovers. Romeo realizes what he has done, now he knows he has to pay the consequences of his deed, his already dangerous love for Juliet is going to cause a compulsive chain of tragic events, bringing the two lovers to certain death. He defines himself as a puppet of the unpredictable destiny. Even from the opening lines, the audience is informed about the tragedy that is going to affect the two protagonists, establishing fate as a theme at the foreground of the play. The idea that tragic circumstances were decided from birth for these two lovers is suggested: from forth the fatal loins (I.i.5). This line together with, a pair of star-crossed lovers take their life (I.i.6) explains to the audience that destiny was what first brought them together and is what will eventually separate them. The Choruss opening speech is continually echoed throughout the rest of the play by other characters making direct references to fate. As Susan Snyder states: tragedy can be seen as a ritual sacrifice, in which the protagonist is both hero and victim, [], separated from the ordinary, but destined for destruction.  [2]   Even though Romeo defines himself as helpless victim of his fortune, there is much evidence of the important roles that Romeo and Juliet have in shaping and, in many cases, worsening, their destiny. After a careful reading of the play we can state that it is not just a question of destiny. Romeo and Juliet would have been able to save their relationship simply by using more acuteness, composure and resolution. The choice of means confronting Romeo and Juliet is not confined to a single occasion, they are given a series opportunity of choice  [3]  , but unluckily they always seem to choose the wrong way in which to direct their story. Again we find a metaphor relating to the stars, as if Shakespeare has chosen these celestial bodies as symbols for the fatality that lies over the whole play. But here we find the first of Romeos mistakes, he takes a decision without thinking of the consequences: he has read the list of guests that are going to be at the feast and although he is informed about the presence of Capulets, Montagues arch-enemies, he decides to attend in any case. As already mentioned, Romeo kills Tybalt out of rage, even though he knows it makes things all the worse for his current situation with Tybalts cousin, Juliet; but a far more basic instinct, the desire of a man to avoid being thought a coward prevails and Romeo is driven to fight Tybalt. While Romeo lacks composure, Juliets flaw is impetuosity. During the balcony scene, Juliet hurries Romeo into marriage by constantly questioning his love for her and saying things like, If thy purpose marriage, send me word tomorrow (II.i.143-4). The Friars flaw, which in the end had a big effect on this tragedy, is to be too impulsive. He offers to marry Romeo and Juliet, even though he knows there is a huge conflict between the families, probably hoping that the marriage would have solved all the rivalries. Moreover, we must remember that it is the Friar who gives Juliet the potion for suspended animation, which aggravates things even more. Even though the protagonists share many fatal defects, lots of things happen to their misfortune that is not their fault. First of all, Romeo and Juliet shared the unfortunate fate that they were from feuding families, putting their relationship in jeopardy from the beginning. Juliet expresses well this idea in her soliloquy on the balcony: Whats in a name? That which we call a rose, by any other word would smell as sweet [] (II.i.86-87). A second strike of bad luck is the fact that the Capulets, being a typical upper-class traditionalist family, had arranged a marriage between Juliet and Paris, against the will of their daughter. The scene in which Romeo finds out about the feast is another twist of fate. The illiterate servant of Capulets was given the job of telling people about the party. Since he could not read, he was forced to ask two strangers to explain it to him. Those two people could have been anyone, but they just happened to be Romeo and Benvolio. Another ironic fact is that Romeo went to the party because he was madly in love with Rosaline. If Rosaline had been there, and she returned Romeos love, then all the following suffering would never have occurred. Romeo was completely in love with another woman going to the party, which he only found out about in the first place through an adverse stroke of luck. Another example of bad luck is that Romeo never received the letter of Friar Laurence informing him about his and Juliets scheme because of the plague in Mantua, the city where Romeo went to stay after his banishment from Verona. The letter must reach Romeo in time so that he knows of the arran gement between Juliet and the Friar, but the city has been put under quarantine because of a plague. So Romeo never receives the letter and he is left unaware of the plan between the Friar and Juliet: Again we find the concept of fortune. The Friar curses this fate, the unhappy fortune, aware that the story of the two lovers has probably came to an end. Romeo is told by Balthasar that Juliet has died: Her body sleeps in Capels monument, and her immortal part with angels lives (V.i.18-19). These events are the last straw and they will lead to the demise of both characters. Obviously the fate is closely related to the concept of time. Timing, in fact, played the largest role in deciding if they would live or die. Many scholars have defined it as the lovers enemy, which retards his pace when the lovers are separated and accelerates it when they are together:  [4]   O lamentable day! O woeful time! (IV.iv.57) In the balcony scene Juliet hurries because the Nurse is calling her; if Romeo had arrived a few minutes later at the tomb, the tragedy would not have happened; moreover, if the wedding of Juliet and Paris had not been brought forward from Thursday to Wednesday the letter would have had more time to reach Romeo in Mantua; if the Friar had entered the tomb earlier he could have explained the situation to Romeo and no harm would have happened to anyone. These are only a few examples of the negative and mysterious force that seems to control the happenings. We can definitely say that Romeo and Juliet is a crossing of fortuitous events, coincidences and personal responsibilities, all masterfully managed by fate and time. The love story did not have to begin, the two lovers were not meant to meet each other, son and daughter of rival families. They both knew this, but they could not accept it, their love was bigger than anything else. What if it was the temptation of the forbidden which increased their love? Two teenagers, two rebels living in a sexist society made of wedding vows and past rivalry. They preferred to risk, but risking is a matter of fate, a cruel fate which brought them to a certain death. As said by Cassius in Shakespeares Julius Caesar  [5]  , The fault, [à ¢Ã¢â€š ¬Ã‚ ¦], is not in our stars but in ourselves (I.ii-139-40).

Not for Publication Chris Masters- Expository analysis :: essays research papers

Not For Publication â€Å"Journalists are given the privilege of shared access to the first draft of history, and some responsibility to make sense of it.†(NFP) The light that Chris masters sheds on the ethics and responsibility of investigative journalism in relation to the public and on whom the report on is explored in Not for publication. Masters’ expository discourse develops the common ‘essential objective is profit rather that saving the world.† Masters first hand experience and unearthing of the true facets that are todays investigative media, is more sinister than one would expect. Through direct expressions of Masters’ concern we see how the public is stimulated and deluded by masses of entertainment and propaganda, the cry for bad news is so inert in our society, that the concept of Masters exposition stories would not mediate to the mass media. The level of manipulation of the news is alarming when brought to our attention, Masters goes on further to explore why this news is manipulated, to our ill-surprise, it is manipulated for the very people who watch it, the public. The escalating sensationalism and violence that the media embellishes to is what Masters argues to be, what the public want, â€Å"the massage is hard to avoid: [the public] want blood, their own blood†. This is one of his major concerns, as a journalist, he wants to illuminate the factors that establish modern journalism, the condescending truths and untruths that deliver entertainment over morals. Chris Master incorporates the ‘duty of journalists [as] to reshape information and get that information to the public’, while this is important and periodically essential, it is his broad knowledge tells us that ‘the best journalism is the journalism to challenge the orthodox, respectfully challenge the public opinion and occasionally deliver bad news’(pg 5). While this is almost evident in Masters’ book, but the fact he did not deliver these stories that seem perfectly fit for ‘today’s journalism’ he attains a kind of benevolence, and consideration for his subjects. As seen in his anonymity, which shows the reader how it is not worth the social and media torment of the journalistic process. Quite powerfully he delivers the calming words that many of us already know, perhaps by our own nature or experience: ‘In order for there to be good journalism, journalists need to find a balance between what they want to present and what the public wants’.

Case Study 1: Generative Software Development

Case Study 1: Generative Software Development Advanced Software Engineering –CIS 518 February 17, 2013 Case Study 1: Generative Software Development Generative software development is a development that permits products to be produced automatically through different specifications. This type of development happens in two phases the first phase consist of the domain engineers developing the product down to generating the software mechanisms. Once development is completed, then each individual product is produced.The normal software development process would normally consist of several different models that have a particular set of task that have to be set forth during a certain point during the process. The software development process happens over a series of activities and depending on the development model will determine what activities will take place at any given time during the process verse the Generative software development happens in two phases with specifications tha t are already determined at the start of the development.Developing generative software would benefit an organization because this allows for automation to software development. Many companies develop software but it is so generic and takes intense processes where the whole software is based on coding from scratch which can be possibly be used by any software. With the use of languages like FORTRAN and C will have less of an impact of the software quality and the length and speed of the development will not be effected (Iseger, 2010). Moving toward automation will give developers more room to come up with software solutions and the complier with automatically produce lower assemblers.This would streamline the organizations software with less downtime, easier maintenance and convert everything to an automated system. With the use of generative software development would save developers time in the end from having to redevelop codes from scratch which risk defects because of incorrect coding etc. The challenges that would be faced with implementing the generative software development process in organization would be to ensure that all software and systems could be integrated and automated without any delays or downtime.There would also be a problem with saving old data that is not used any longer saving and archiving information without the loss of any data during the transfer. Making sure that the development team understands the new process and how the implementation will take place. These challenges will be easy to overcome first thing would be to test as much as possible before implementation to try and catch any errors that may come up and make sure all of the developers are using and coding the new application with the desired language that was chosen for the application.Also having a back place to store the data before integrating the data so that just in case the data is lost during the implementation there is a back-up location to access any of the orga nizations data. Developer will had had several training sessions on the new process and there will be at least three meeting a week during implementation to ensure everyone is on the same page and to make sure that the process is running smoothly to have a successful implementation.The generative software development process might be applied to an organizations development process to quickly automate the system and create a streamline of applications that work and can be integrated without several phases to follow before implementation can occur. This can be used for organizations that are looking to automate all of their data and system applications to increase productivity enhance the security, provide data back up and data storage.The organization can use the Domain Specific Modelling, which is an approach that applies generative programming in order to improve the software applications development quality and boost the developer productivity. The move towards 3GL is the key to a chieving 400% productivity (Iseger, 2010). The first step to the use of DSM is to identify the solution and come up with a illustration by using critical thinking and relating the problem to the domain. However, the use of a UML is most commonly used to provide a full model solution.Creating a visual depiction of the application model provides a blue print of the software application which programmers can use these specifications but now in the programming language. When creating the application the use of programming concepts by raising the level of abstractions will help with developing the system concept. The Organization can create the system specifications by using the concepts and rules based on the company’s products produced. Creating the application in the concept of using domains verse classes enhances the applications speed and makes it much easier to develop.This will allow the application to be more streamlined to the data and make it easier program as a whole. C reating classes all of the data has to somehow link together for the classes to retrieve the correct data but the use of DSM will eliminate that. References Iseger, M. (2010, July 23). Domain-specific modeling for generative software development. Retrieved from http://www. developerfusion. com/article/84844/domainspecific-modeling-for-generative-software-development/ Lawerence Pfleeger, S. (2010). Software engineering. (4th ed. ). Upper Saddle River, NJ: Pearson.

The Bushmen vs. the Romans essays

The Bushmen vs. the Romans essays In this paper I compare the non literate society of the African Bushmen to the ancient agricultural society of Rome. I specifically compare the human institution of family. The other institutions are religion, education, economy, and politics. These five institutions are ways that all humans meet their needs. They connect all humans. The men and women of the Bushmen, play two different roles in the family. Men provide for the family when in reality the food the wife scavenge sustains the family. The men are the hunters of the family. The women are the gatherers. They find nuts, berries and other vegetation. Whatever the wife brings home from a day of scavenging is hers to share with her family. When a man comes back from the hunt with meat, it is divided up it portions and distributed throughout the tribe. The parents job is to provide food and nurture their children. The children are the main concern for Bushmen parents. For example, in the video the father gets baby birds to make broth for his child. He says that he nor his wife will drink any of the broth. Bushmen parents are very loving as seen when they play with their children and take special pains to entertain them. Perhaps one motivation behind the parents being concerned primarily about the baby is because they want the baby to grow strong so as to carry the family line in a good way. The children start looking to carry the family line after their rite of passage to adulthood. For boys the rite of passage comes after the boys killing of a large animal. This shows that he can help his community, which acts as a bigger family. A girls rite of passage comes around the time she is able to gather and care for children and she then marries. The wedding ceremony is probably not very elaborate although some magical elements are probably used to bring the new couple good luck. Couples are married for the rest of their lives after the ceremony. In the Bushmen s...

Arthur “Mr. Chips” Chipping, age 85 Essay Essays

Arthur â€Å"Mr. Chips† Chipping, age 85 Essay Essays Arthur â€Å"Mr. Chips† Chipping, age 85 Essay Essay Arthur â€Å"Mr. Chips† Chipping, age 85 Essay Essay The venerable establishment of Brookfield has grown a small poorer. Its memories have faded. merely a little more fleetly than memories are disposed to make. holding lost its greatest memory-keeper. The instructors. the staff. and even the male childs that passed through its halls. considered Arthur Chipping to be every bit much a portion of Brookfield as the rock and howitzer of its walls. However. in the terminal. he proved to be flesh and blood. Arthur Chipping died in his slumber today. at the age of 85. after a long life of service to the immature work forces of England. Chipping was born in 1848. In 1870. at the age of 22. Chiping â€Å"took his prep† at in the Big Hall of Brookfield. a boys’ public get oning school. It was at Brookfield that he remained until the terminal of his life. although he had retired in 1913. at the age of 65. Sing hours will be between 7 p. m. and 9 p. m. tomorrow. Flower contributions should be sent in attention of Mrs. Wickett. Brookfield. Chipping was a maestro throughout his calling. learning classical history. Greek. and Latin for all of his 42 old ages at Brookfield. In 1900. Chiping briefly served at that place as Acting Head. following the sudden decease of the Head of Brookfield. from pneumonia. Following his retirement in 1913. Chiping remained active at the school. go toing of import lucifers and dinners and taking it upon himself to fix and redact a new Brookfeldian Directory ( 91 ) . In 1916. Chiping returned to learning at his old station. due to the instruction deficit created by the First World War. During this clip. he acted as a stabilizing force for Brookfield. maintaining. as he was fond of stating â€Å"a sense of proportion† about it when he was once more appointed to Acting Head of Brookfield. He retired for a 2nd clip in 1918 ; this clip his retirement was lasting. It would non be exaggerating the affair to state that Chipping. lovingly known as â€Å"Mr. Chips. † was a one time in a life-time maestro. Merely one other single seems to near his dedication: a Mr. William Balgarnie. a maestro at The Leys ( Carroll par. 8 ) . whose life was similar plenty so that they seemed modeled after one another. Chiping leaves no life relatives. At 48. he met 25-year-old Katherine Bridges. an out of work governess. while walking at Great Gable. They married merely a hebdomad before the autumn term began that twelvemonth. non go forthing themselves clip for a honeymoon. It was Katherine who gave Chiping the moniker of â€Å"Mr. Chips. † She predeceased him after a brief matrimony. while giving birth to their lone kid. Although he leaves no inheritor. Chips one time commented that he had â€Å"thousands† of kids. All male childs. Goodbye. Mr. Chips. You will be missed. Plants Cited Carroll. Timothy. â€Å"Who was the existent Mr. Chips? † 12 Sept. 2002. 6 June 2008. lt ; hypertext transfer protocol: //www. telegraph. co. uk/arts/main. jhtml? xml=/arts/2002/12/09/batc09. xml gt ; . Hilton. James. Goodbye. Mr. Chips. 1934. New York: Small. Br

Research paper of African-American Music Example | Topics and Well Written Essays - 1250 words - 1

Of African-American Music - Research Paper Example The Harlem had significant influences over music and dance and introduced the genres of blues, jazz, hip – hop and rap music in America. Two of the types of music are blues and rap which are totally opposite to each other. They have different features and characteristics but are originated from the same race of people; the African Americans. Both the blues and the rap are important types of African American music. The blues was introduced in the hard times of slavery of the Africans in the 19th century, and therefore has a variety of musical expressions and individual styles. This form of music was originated by the spirituals, work songs and rhyming narratives. The blues form is present everywhere in jazz, rock and roll which is characterized through the possession of chords. The blues musical notes are usually for the purpose of throwing expressions and thus they are played on a flattened pitch which is important for the sound. The other characteristics of the blues music genre are the lyrics, bass lines and the instruments. The form can be subdivided in genres like country blues to the urban blues. These became more and more popular in the 20th century when these forms of music became popular in the American culture. Out of all these, Delta, Chicago Blues and jump are the most sung forms. The term blues often refers to sadness or depression. And so it can be analyzed that the form of music represented the period of sadness of the African Americans during the time of slavery and oppression. The lyrics of blues music are most popular for reflecting sorrow and loneliness, although, they do sometimes represent humorous reactions to the common troubles of life (Hamilton, 12). Ever since the blues music has been formed, the singers were known to use expressive lyrics to make some loose narrations. The singer often used a low voice where he tended to convey his

The Englishtenment Period and the Value of Women's Rights Article

The Englishtenment Period and the Value of Women's Rights - Article Example The fact that she is from China is telling and relevant. Chinese culture has not been known for gender equality, and in fact, women from the country have always been compelled to follow certain rules and strictures on how to behave. Foot binding, or the process of binding feet of girl-children so that they get deformed and resemble lotuses, is one of China’s anachronistic traditions. But the article is telling us that those days are drawing to an end and Chinese women are claiming their place and breaking new barriers. This recognition of women is one of the contributions of the Enlightenment period. To quote Carla Hesse, writing on women writers during the Enlightenment period, â€Å"the data on women writers suggests that the economic and commercial vision of the Enlightenment and Revolution opened up possibilities for female participation in an absolutely central arena of modern public life that was at odds with the dominant male conception of appropriate relations between the sexes.† How do we relate these Enlightenment values with the values of our times? In the modern days, the legitimacy of the struggle for women’s rights is largely accepted. Women are believed to be equal to men in most respects – they can work, vote, run for public office, and aspire towards their goals. Feminists all over the world have fought for these rights and have fought for the mainstreaming of gender values. Admittedly, there is still a lot that needs to be done and so much more than needs to be accomplished. In the developing world, women’s needs are still considered secondary to men, and in conflict and poverty situations, women tend to be at higher risk of hunger and malnutrition.  

Michellamine A ( A natural product) Essay Example | Topics and Well Written Essays - 3000 words

Michellamine A ( A natural product) - Essay Example Structurally they originate, from the acetate polymalonate pathway and not from amino acids 1. They exist as monomeric and dimeric naphthylisoquinoline alkaloids. The monomeric alkaloids which possess a naphthalene-isoquinolene linkage and the dimeric naphthylisoquinolines include the michellamines. The Michellamines comprise two monomeric naphthylisoquinoline coupled together. The Michellamine dimers A, B and C are isolated from the leaves of Ancistrocladus korupensis 1,5,16, 18, 21. These dimeric alkaloids possess highly useful medicinal properties like antiviral and antiparasitic, which are distinct from their monomeric counterparts 13. In addition they also possess several pharmacological, toxicological and antiviral properties such as the inhibition of the cytopathic effects of the Human Immunodeficiency virus which is the major causative agent of AIDS 1, 9, 12, 19. Experiments show that Michellamines A and B give protection in vitro to human CEM-SS lymphocytes against the cytopathic effects of HIV virus (14)20, 21. Michellamine B has been shown to have inhibitory effect on drug-sensitive ,drug- The naphthylisoquinoline alkaloids are exists as both monomers and dimmers. All the monomeric naphthylisoquinoline alkaloids are biaryls containing a naphthalene moiety and an isoquinoline moiety and these two are linked. They may contain a dihydrogenated (this is present in the said ref: 13,) or a tetra hydrogenated isoquinoline moiety 13. The linkage varies between the different alkaloids. There is also a restricted rotation about this linkage and hence these compounds exist as thermally stable atropisomers 1. This is an interesting characteristic feature among these alkaloids. These alkaloids are also unusual on account of the methyl group present at the 3- position and oxygenation at the 8 and/or 6 position of the isoquinoline ring, which suggest that they have a polyketide origin. These alkaloids can be grouped according

U.S. Secret Service Essay Example for Free

U.S. Secret Service Essay United States of America, have many service within the government to protect themselves, the people, or our president. The one service I we hear about but rarely know will be the, secret services. We rarely know anything about them just that they make good money and put there life in danger. The following I will be information you about: education required, qualifications, training, and salary of a member of secret services. Education required for them each position has different entry level qualifications and education requirements. It would depend on what they want to be and the position they want. Each position has different requirements and education levels. Members also have to have certain qualification. For example they must be a United States citizen, must pass a medical exam – vision, hearing, cardiovascular, mobility of extremities, pass a drug screening, must pass a report writing test , pass an extensive background investigation, must pass a polygraph examination, must pass an in-depth interview, must pass an entrance exam, must be able to obtain a Top Secret clearance and must be over age 21 years and under age 37 years. There is no expectation of any of these they are all must, if they do not pass one of these qualifications then they will not be eligible to work in secret services. If they pass all these they must get training which is three month training program at the, Federal Law Enforcement Training Center. The is only two training campuses one is in Artesia, New Mexico, and in Glynco, Georgia. After done with that training they go another three months for specialized instruction training, which is located in Laurel, Maryland at the James J. Rowley Training Center. After completing this process and being hired they would make, $43,200 to $73,354 per year, as starting officers. This information is report in 2009 by the, United States Secret Service. The United States Secret Service is something we hear about at time and know rarely about. I wanted to inform myself and learn things about how they get to their level and what they do. As I was reading I see that they have to work for their position, it is not given to them they have to put all there effort in their job. I saw their job is to protect the president and vice president, their families, former presidents, presidential candidates and other U.S. or foreign visiting political figures. They go under cover on criminal cases that relate to the nation’s financial security form credit card fraud, computer fraud, and bank fraud. Secret Services does two thing basically they do investigations and protect the people that are important to our society at the moment and after. As well they were founded in 1865 and are one of the most elite law enforcement organizations in the world. Their main headquartered is in Washington, D.C with 150 offices over the United State. They must stay untied in order to complete there job.

Child Friendly School Policies In Kenya Education Essay

Child Friendly School Policies In Kenya Education Essay The purpose of this essay is to explore what Child Friendly School policies could learn from Comparative and International Research. Reference to CFSs in Kenya will be made with emphasis on the background of CFSs, current practices and emerging critics, success stories, problems and pitfalls and what CIR can do to subjugate some of these challenges. I will start by examining the rationale for exploring CFSs, based on literature and my professional experience. Following this background will be literature surrounding the concepts of CIR and CFSs in relation to global agendas, exploring how CFSs came into existence and the driving forces behind it. I then go on to focus on a case study of CFS in Kenya, discussing the role of CIR in the Kenyas CFS, arguing that CIR is used as a political tool in creating educational policy, rather than a research method or an intellectual inquiry. I will further critically analyze challenges facing CFSs and how knowledge on CIR can contribute more effect ively to successful implementation of CFS policies. A conclusion based on the literature and authors experience will then be drawn. Throughout the essay, I build a case in favour of CIR arguing that CIR stimulates critical reflections about our educational systems by investigating commonalities and differences across national borders. Background and Rationale Comparative and international education is one of the main fields of education with many benefits, judged by the volume of studies reported in the literature. Central to this is that many countries around the world have formulated some of their educational policies based on knowledge and research from CIR. With the current wave of globalization, researchers and experts, especially in the field of education, are always trying to find ways of streamlining their educational policies with the global trends. According to Giddens (1990:64), globalization is the intensification of worldwide social relations which link distance localities in such a way that local happenings are shaped by events occurring many miles away and vice versa. Global forces therefore have an impact on shaping local practices at grass root levels. In order to do this tactically and critically, comparative and internal research remains cutting edge in informing people about the realities, the challenges and the possible effects of uncritical transfer of ideas. One of the key developments in education has been the prioritisation of basic education as opposed to adult education or higher education. In Africa, this would be probably because, as Oketch (2004) points out, basic education yields higher rates of returns compared to higher education. This has subsequently influenced government and non-governmental organizations to focus more on improving the quality of basic education. Child-friendly schools (CFSs) in Kenya is an example of a initiative sponsored by UNICEF with the aim of not just providing children right to education but the right to the right education. In other words, CFSs are more concerned with the quality of basic education in addition to its access. The emergence of CFSs in Kenya was catapulted by the forces of agendas 1 and 2 of Millenium Development Goals (MDGs) which emphasizes on the provision of basic education. The World Education Forum (2000) agreed on six Education For All (EFA) goals. The sixth goal concerned Educa tion quality, à ¢Ã¢â€š ¬Ã‚ ¦improving all aspects of the quality of education and ensuring excellence of all so that recognised and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. The term quality in education is dynamic because of the social, political and economic context at which it is used. Milligan (2011:276) adds that quality has, thus, been placed as an integral cog in the educational development machine although how educational quality is defined is a matter of great contention. Because of differences in contexts, it is imperative that knowledge of comparative and international research be used in designing policies and pedagogy in CFSs that fit that particular context. Furthermore, with the fear that some countries may lag behind as others move forward, countries from sub-Sahara Africa are now engaging in various practices in order to achieve these educational goals, a race against the 2015 set deadline for attainment of EFA goals. As the clock ticks towards the year 2015, priority goals in education may change for post-2015 and the worry is further elevated. One of the efforts the government of Kenya is doing to improve the quality of education is by integrating CFS model into the basic education system. Two major questions arise here: First, how is CFS realistic considering myriad challenges facing the FPE policy in Kenya? Secondly, if integrating CFS model into basic education will help in improving the quality of education, what lessons can CFS policies learn from CIR? It is against this background that the purpose of this essay hinges. Literature Review In this section, I will look at the concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) based on the literature and merge them with the global forces that influenced the emergence of CFS with an attempt to unveil the voices behind the introduction of CFS in Kenya. In addition, I will use an example of PRISM experience in Kenya to reinforce the understanding of the role of international bodies in promoting quality through well strategized and executed projects, arguing that lessons from PRISM experience can be used as insights to successful implementation of CFS policies. Concepts of Comparative and International Research (CIR) and Child Friendly School (CFS) CIR is a fusion of two broad areas of research: Comparative Research and International Research. To understand its full meaning, it is important we define the two areas of research separately. In his definition of comparative research, Mills et al (year) argue that: Comparative research is a broad term that includes both quantitative and qualitative comparison of social entities. Social entities may be based on many lines, such as geographical or political ones in the form of cross-national or regional comparisons. (p. 621) A similar perception was echoed by Noah and Eckstein (1969:127), who described comparative education as an intersection of the social sciences, education and cross-national study [which] attempts to use cross-national data to test propositions about the relationship between education and society and between teaching practices and learning outcomes. In light of this definition, comparative research in the context of education can be defined as a study of two or more entities or events (Crossley Watson, 2003) with the underlying goal of searching for similarity and variance. Cross-national or regional comparisons may include comparing educational policies, pedagogy, educational leadership and so on. According to Mills et al (2006: 621), the search for variance places more emphasis on context and difference in order to understand specificities. International education, on the other hand, can be defined as the application of descriptions, analyses and insights learned in one or more nations to the problems of developing educational systems and institutions in other countries (Wilson 2000a: 116). Thus, international research is concerned with research carried out across two or more countries, often with the purpose of comparing responses between them. This might be done in order to devise strategies that work well across both or all these cultures or to suggest local adjustments to a global strategy There is a close relationship between comparative and international education. Epstein (1994: 918) points out, that international educators use findings derived from comparative education to understand better the processes they examine, and thus, to enhance their ability to make policy. We can therefore draw from the above two definitions that CIR in education as a method of comparing both qualitative and quantitative entities in education across different countries, societies or cultures with the aim of identifying similarities and differences. It is however important to note that not all international research is comparative, and not all comparative research is international or cross-national. According to UNICEF (2007), a child-friendly school is both a child seeking school and a child-centred school: It is child seeking because it actively identifying excluded children to get them enrolled in school. It is a child-centred school because it acts in the best interests of the child leading to the realization of the childs full potential, is concerned about the whole child: her health, nutritional status, and well-being and concerned about what happens to children before they enter school and after they leave school. A CFS system recognizes and respects childrens right and responsibilities; it provides the enabling environment to realize childrens right not only in schools, but also in childrens home and their communities. These include children from conflict zones, street children and children with disabilities. The Child-Friendly Schools model (see fig 1) is based on simple, rights-based concepts that would have all schools be: Rights Based School: CFS proactively seeks out-of-school children and encourages them to enrol, irrespective of gender, race, ability, social status, etc. Gender Sensitive School: CFS promotes equality and equity in enrolment and achievement among girls and boys. Safe and Protective School: CFS ensures that all children can learn in a safe and inclusive environment. Community Engaged School: CFS encourages partnership among schools, communities, parents and children in all aspects of the education process. Academically Effective School: CFS provides children with relevant knowledge and skills for surviving and thriving in life. Health Promoting School: CFS promotes the physical and emotional health of children by meeting key nutritional and health care needs within schools. (UNICEF, 2007) Fig 1: Model of the Child-Friendly School Source: UNICEF, Global Education Strategy, 2007 The CFS model provides a framework for planning (and monitoring the effectiveness of) strategies for increasing access to quality basic education with the specific focus on the development of strategies to include those children hitherto excluded from education (UNICEF, Global Education Strategy, 2007). It is important to note that there is no one-way to make a school child-friendly. The model may differ from country to country depending on the context. International and Local Pressures and their influences to formation of CFS in Kenya Education in sub-Sahara Africa, and indeed in Kenya, is crafted from both influences by global trends in education and the legacies of colonialism. Chisholm and Leyenderker (2008) observe that: Since 1990, the goals and purpose of education in sub-Sahara Africa has been reshaped by four interconnected developments: globalisation, the changed focus of international aid agencies towards development assistance, the adaptation of sub-Sahara African countries to the new world order with its new political emphases, and the spilling over of new pedagogical ideas from the USA and Europe into sub-Sahara Africa. (p 198) Kenya is a signatory to a number of conventions in education, including the Convention to the Rights of the Child (1989), the World Declaration on Education for All (Jomtien, 1990), the Dakar accord and the Millenium Development Goals (2000). In achievement of education development goals, Kenya is bound to, among other things, quality education by MDGs. The Jomtien call for access for access, equity, quality and democracy in education appeared to promise both social and economic development (Chisholm and Leyenderker, 2008). Social and economic development, and continues to be believed, requires educational change and educational change is necessary for social and economic development (ibid:). Educational change, in turn, is perceived to depend on, amongst other things, the input from relevant development assistance projects. These projects, in the arena of education, are typically formulated with reference to internationally negotiated development agendas (like the MDGs) and priority (Crossley Watson, 2003). An example of these projects in Kenya is CFSs which are supported by United Nations Childrens Fund (UNICEF). The Education Section of UNICEFs Programme Division introduced the Child Friendly Schools (CFS) framework for schools that serve the whole child in 1999 (Chabbott, 2004). Rationale for introducing CFS framework in Kenya The increased reliance of foreign aid to support education reform in Kenya has been accompanied by a transition, from understanding education as a human right and the general good to viewing it primarily in terms of its contribution to national growth and well-being through the development of the knowledge and skills societies are deemed to need (Arnove Torres 2007:359). Occasional voices continue insisting that education is liberating, that learning is inherently developmental (ibid: 359). With the global concern that Sub-sahara Africa countries may not achieve Universal Primary Education (UPE) by 2015 unless the progress is accelerated (Carceles et al., 2001; Bennel, 2002), Kenya responded by introducing Free Primary Education (FPE) policy in 2003 with both local and global pressure. The rationale behind introducing FPE was (apart from the pressure from global and international agendas) to alleviate poverty attributed to lack of literacy skills. The success story behind implementation of FPE policy is the increased enrolment at primary schools by nearly 50%, from 5.9 million in 2003 to 9.38 million pupils according to the Kenya Economic Survey 2011. However, there are myriad challenges facing the implementation of FPE policy: there are not enough textbooks, classrooms are overcrowded and the infrastructure in many schools is inadequate for the numbers of pupils attending. Many of the schools do not have sanitation facilities. The teacher-pupil ratio is quite high: acc ording to UNESCO there are more than 40 pupils per teacher, on average. All of these factors militate against the provision of quality teaching. There is no magic wand for fixing this problem of quality in education. In response to this CFS were introduced in Kenya. According to UNICEF (2006:1): The challenge in education is not simply to get children into school, but also to improve the overall quality of schooling and address threats to participation. If both quality and access are tackled, children who are enrolled in primary school are likely to continue, complete the full cycle, and achieve expected learning outcomes and successfully transition to secondary school. The CFS framework (see appendix 3) aims at promoting child-seeking, child-centred, gender-sensitive, inclusive, community-involved, protective and healthy approaches to schooling and out-of-school education with a general goal of improving the quality of learning. Since CFSs are concerned with the quality of learning, it is important we look at the meaning of quality. The national examinations to obtain the Kenya Certificate of Primary Education (KCPE) at the end of primary cycle and the Kenya Certificate of Secondary Education (KCSE) at the end of secondary cycle are designed to evaluate the extent to which the primary and secondary graduates master the curriculum content. In other words, the national test scores are used as the indicators of quality. The limitation of this indicator is that it does not take into account the context at which learning takes place i.e. the learning environment, learners unique characteristics etc. There are many definitions of quality but one of the descriptions of quality which emphasizes on the context was by Tikly (2011:10) who argued that: A good quality education is one that enables all learners to realise the capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance wellbeing. The learning outcomes that are required vary according to context but at the end of the basic education cycle must include threshold levels of literacy and numeracy and life skills including awareness and prevention of disease. In his description, Tikly believes that a good quality education arises from interactions between three overlapping environments, namely the policy, the school and the home/community environments. In his perception of quality education, Tikly puts context into consideration i.e. needs of the learner, cultural and political contexts. In addition, he emphasizes on the relevance of what is taught and learned and how it fits the nature of particular learners in question. This encourages policy makers to take cognisance of changing national development needs, the kinds of schools that different learners attend and the forms of educational disadvantage faced by different groups of learners when considering policy options'(ibid:11). The fact that CFS emphasizes on learner-centered pedagogy and puts the child at the centre or focal point in the learning process raises the idea of what is regarded as valuable knowledge and how this knowledge is acquired in this particular context. This leads us to the inquiry on the school of thought or paradigm behind introducing a contextualized CFS framework. CFS as an approach to education is premised on constructivism, a theory of knowledge arguing that humans generate knowledge and meaning from interaction between ideas and real experiences. According to constructivists, the notions of reality and truth are socially constructed and in different context with the understanding that knowledge is subjective and embedded in multiple realities. Thus, quality of learning should be viewed in the context in which it is occurs. Towards Quality Basic Education In Kenya: Developing Research Capacity and Evaluation Before we acknowledge the contribution of CFS in providing quality education to the children at Primary school level, it will be prudent to review some of other contributions that has been made by international organizations in collaborations with the local government in promoting quality of education at grassroot levels in building research capacity. Kenya has had a history of benefiting from international assistance in its education sector. One of the programmes is the Primary Schools Management (PRISM), an initiative of DfID through the Ministry of Education, which places a lot of emphasis on participatory approaches and emphasis on mobilising community support, resource management and utilisation, supporting learning of pupils and developing action plans. It targeted teacher training and management and the impact of this is overall effectiveness of an education system which has a direct bearing on quality of education. According to Otieno Colclough (2009:26), PRISM is regarded as one of donor-funded programmes which had most positive impact on quality of basic education and CFS can learn from it. As Crossley et al ()notes, the main objective of PRISM was to improve the quality of primary education through the training and support of head teachers in practical management skills. Borrowing from the PRISM experience it is worthy learning that well planned and organized CFSs policies involving community participation at grass root level could help amplify local voices and lead to successful implementation of educational policies not only in Kenya but also other parts of African contexts. Challenges in implementing CFS in Kenya In this section I will explore common challenges associated with the CFSs with an aim of illuminating and critiquing the gap between policy and practice in CFSs. Access and Quality Dilemma: Which one should be first priority? As I mentioned earlier, one of the role of CFS in Kenya is to improve the quality of learning. But the access to education is still a challenge in Kenya and there is fear that Kenya will not have achieved EFA goals 1 and 2 by the year 2015. As we near the 2015 set deadline for the achievement of the Millennium Development Goals, at a time when hopes should be high, universal access to primary education in Kenya seems to be slipping away. Many comparative researchers argue that different countries have different educational problems and it is the countrys obligation to identify what should be the priority and why. Aksoy (2008: 218) observes that: While developed countries are mainly engaged in activities to increase the quality of education, or they practice and seek new techniques and methods of learning and teaching, developing countries struggle to provide equal opportunities for education, trying to increase the rate of participation of all citizens in basic education, which is actually compulsory. To deal with its educational problems, each country works out countrywide or local solutions, depending on the nature of the problem. The tone of such statement is more closely allied to the question of priority. Priority in one country may not be a priority in another. In Kenya, the major problem basic education is facing is of access while higher education is facing the problem of quality. CFS focus more on quality, but in the Kenyan context, access to education is still a problem in basic education even after the introduction of FPE. The CFS concept of quality can however suit very well in some small state commonwealth countries which have almost universal access to basic education. It has been noted that small sates have now shifted education priorities towards focus in school effectiveness, quality and inclusion (Crossley, 2002) after ensuring that all children have accessed basic education and CFSs in Kenya should learn from small states that the priority should now be on access to basic education before shifting to quality. Atomizing the child: is child-centred the solution to quality CFS? A key feature of a right-based, CFS system is that it is linked tightly to the child-centred learning process. CFS advocates for child-centred learning where a child is treated as a single entity or an atom in learning processes. The idea of atomizing a child has its drawbacks derived from child-centred learning. First, there is an oversight on early year development behaviour of the child. Psychologists believe children undergo various levels of development and their learning behaviours are different at each level. For instant, Vygotskys (1978) concept of the zone of proximal development (ZPD) implies that a child cannot ordinary create ZPD by himself; he needs the more expert individual to bridge the gap between his current development level and his proximal level of development. Secondly, a child-friendly, democratic learning environment may not work successful in overcrowded classrooms and school with limited resources like it is the case in Kenya. Thirdly, child-centred learning weakens the role of the teacher. The idea that a child must be active in construction of knowledge is often understood to imply a diminishing role for the teacher in learning process who now becomes a coach or a facilitator. A call for paradigm renovation, from an exclusively child-centred learning to a combination of both child-centred learning and teacher-centred learning approach is important so that the weakness of one method is complemented by the other method. What Lessons can Kenya learn from other Countries in Implementing CFS? A Review on the Contribution of Comparative Research King (2007) emphasizes the need to explore the tension between the national and the international policy agendas in Kenya in order to make informed decisions when crafting educational policies. Clearly, this is a view that acknowledges the contribution of CIR researchers in bridging theories, policies and practices with both local and global minds (Crossley, 2000) in trying to identify betters grounds to critically reflect and determine appropriate course of action. Apparently, the term that is commonly used in Kenya and indeed many Africa countries in the initial processes of designing an educational policy is benchmarking. Essentially, this is usually a comparative study which is carried out locally and/or internationally in trying to compare different models of policy framework with the aim of critical adaption or adoption. Lessons are well learnt when a comparisons are made, and this underscores the strength and significance of comparative research. Moreover, since problems transcend national borders, it is prudent to seek possible solutions from a similar experience in another country, and this explains why international research is important. Kenya can learn from other countries that are either progressing or failing to implement CFS policies because lessons can either identify opportunities or gaps, based on comparative analysis. In these respect therefore, I have identified two key elements of CIR which could help implementation of CFS. The first element is on identification of the gap between policy and practice. Documenting the emerging good practices and lessons learned within the regions is useful in informing evidence based programming and advocacy to enable us to achieve better results. For example, a Global Evaluation Report published by UNICEF in 2009 on comparative studies of how to six countries (Guyana, Nicaragua, Nigeria, Philippines, South Africa, Thailand) with different experiences implementing CFS, demonstrated the following: CFSs in varying contexts successfully apply the three key principles of CFS models-inclusiveness, child-centredness and democratic participation. Schools operating in very different national contexts, with different levels of resources and serving populations with different needs have succeeded in being child-centred, promoting democratic participation, and being inclusive. Schools that had high levels of family and community participation and use of child-centred pedagogical approaches had stronger conditions for learning, that is, students felt safer, supported and engaged, and believed that the adults in the school supported the inclusion and success of each student. (UNESCO, 2009) Kenya can use this success report to assist in providing a broader perspective on the ways in which CFSs can contribute to quality in the countrys unique context. The caution should however be that any steps taken should have hindsight of the current context in the country to avoid uncritical transfer of practice which may end up opening a Pandoras box. Secondly, through CIR, studies of educational systems that share similar problems can provide information for learning possible consequences. A recent comparative evaluation research conducted by UNESCO in Nigeria, Gunaya, Thailand and the Philippines on CFS pedagogy gave different findings. While teachers in Nigeria and Guyana mainly focused on meeting basic instructional material needs (textbooks, paper), many teachers in Thailand and the Philippines focused on having greater access to information and communication technology (UNESCO 2009). Kenya experiences the same challenge as Nigeria and Gunaya, and data from these countries can be used to learn how they coping with inadequate basic instructional material. The caution here should be, that common problems may prevail in different countries, but common model cannot be applied because each country has different culture/context (Crossley Watson, 2003:39). This provides invaluable information of what to adopt, modify or avoid. Conclusion It is worthy reiterating Crossley'(2003) emphasis that context matters and different countries have different needs and priorities even if they are faced with the same challenges. The value of CIR is studying foreign systems of education in order to become better fitted to study and understand our own (Sadler 1900, reprinted 1964:310) and CIR can be used as a lense to focus on adaptable or adoptable practices. UNICEF repeatedly emphasises that CFS is a pathway to educational quality rather than a blueprint and that it is counterproductive to regard the CFS model as rigid, with a present number of defining characteristics or key components (2009c, Ch. 1, p. 9). Thus, the essay sought to present an overview in favour of the contribution of CIR by highlighting what CFS policies in the Kenyan context could learn from CIR. As such, the essay acknowledges the role of CIR in stimulating critical thinking and reflections about CFSs system by evaluating its success and failures, strengths and weaknesses. This critical reflection facilitates self evaluation in our own context and the basis for determining appropriate courses of action. The essay also hints that CIR helps us understand global agendas and how they shape educational development projects from organizations and development agencies.

Dead Poets Society - The Message of the Dead Poets Essay -- Movie Film

Dead Poets Society - The Message of the Dead Poets    Teachers are wonderful heroes. In the movie, Dead Poets Society the teacher/hero is John Keating, played magnificently by Robin Williams. The film takes place at a small preparatory boys' school (Welton Academy) in the late 1950's. The story follows the lives of a group of students and the way that Mr. Keating's teachings influence them. He encourages the boys to become freethinkers and to live life for the moment. The message hallowed by Keating is one of mortality--do not waste your life, for you will get no other, and when you are "food for worms" will the world have been a better place because you were in it? This message is prevalent throughout the film. Keating brings to the abnormally strict classroom something that the timid boys have never seen, enthusiasm. On the first day of class, he tells his students to rip the boring and scientific-type preface from their books. The act in itself is one of defiance and is but one action that draws the boys to Keating. The friendly good nature of Keating leads ...